Predicting the future achievement of second graders with reading disabilities: contributions of phonemic awareness, verbal memory, rapid naming and IQ.
| Number | 1160 |
|---|---|
| Year | 1998 |
| Drawer | 22 |
| Entry Date | 02/25/2000 |
| Authors | Scarbourgh, H.S. |
| Contact | |
| Publication | Annals of Dyslexia, 48, 114-136. |
| url | http://www.haskins.yale.edu/Reprints/HL1160.pdf |
| Abstract | Concurrent and prospective correlations among reading, spelling, phonemic awareness, verbal memory, rapid serial naming, and IQ were examined in a longitudinal sample that was studied at Grade 2 and Grade 8. Substantial temporal stability of individual differences in all of these skills was seen over the six-year period between assessments. The strongest predictors of future reading and spelling outcomes were different for normally achieving second graders than for those who had been designated as having reading disabilities. For the former, Grade 2 literacy scores were the best predictors of later achievement. For the children with reading disabilities, however, prediction of most future reading and spelling skills was substantially improved by the inclusion of the cognitive-linguistic measures, particularly rapid naming. |
| Notes |
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